Concept Phonics™ is an effective, affordable, research-based, multi-sensory program
for teaching reading-decoding and spelling skills to students of any age. Its key
features—fluency, flexibility, and concept training—have made it popular with mainstream
and special education teachers, clinicians, and tutors across the country.
What is Concept Phonics™ about?
Research shows that concept training helps students transfer their learning about
one vowel or structure to another without specific instructions on the new one. The
training strategies of Concept Phonics™ enable almost all beginning readers to transfer
their early learning to the more advanced skills needed for general reading. They
also make the structures easy and fun!
Children and adults with decoding disabilities vary greatly in what they know, in
the processing characteristics that allow them to learn the alphabet code, and in
what they need to be successful outside of a remedial setting. A one-size-fits-all
approach does not work well for many emerging readers. Concept Phonics™ promotes
flexibility in sequencing the skills taught, allowing student programs to be truly
Concept Phonics™ uses pictures and easy activities to teach vowel-team sounds. These
memory strategies help students learn lots of new words with very little teaching
time. Many teachers hang the vowel-team pictures in their classrooms so that students
can refer to them as needed. Children learn to create their own pictures to help
them remember how to spell large numbers of words.
Often children learn the decoding system well enough to decode almost any word, but
they can’t read their school books and they won’t even read their favorite books
independently. Reading is just too exhausting because the skills have not become
automatic! Concept Phonics™ includes specific materials and techniques to develop
“Concept Phonics is imbued with authenticity — it’s been field tested and refined
for years, so the advice for teachers is practical, clear, and to the point. Dr.
Phyllis Fischer is
an expert who has given us an excellent program for teaching children how to read
Louisa Moats, Ed.D., Director, NICHD Early Interventions Project
Reading is a code based on rules about how the symbols of our alphabet represent
sounds. Spelling is taught using both sound-symbol knowledge and memory strategies.
Our materials for teaching decoding and spelling are contained in Dr. Phyllis E.
Fischer’s Concept Phonics™ program.
“Our success with the Concept Phonics program has been exciting and measurable. First
grade students have been able to find patterns in multi-syllable words and read words
they would not usually attempt until third or fourth grade.... Helping students
decode the words is easier because you can explain the sounds.
After 2½ weeks with this Concept Phonics program, one second grade student’s mother
told me she didn’t know why, but all of a sudden her son was interested in reading.
He reads to her every night.
It really works!”
Joanne B., Reading Resource Educator Lewiston, Maine
“I had observed our resource teacher teaching Concept Phonics and was quite impressed.
She was curious to see if the program would work as well if insturcting a whole
class. My class of first graders became the pilot group. Within a few weeks the
results were astounding. I saw a vast improvement in my students’ abilities both
in reading and in spelling! Another very noticeable benefit was the boost in the
confidence level of my ‘reading challenged’ students who had really been struggling
up to that point. I started to see my students ‘bloom’ before my eyes! I would
confidently recommend this program to all primary grade teachers.”
The Kennedy Krieger Institute at Vanderbilt University is using Concept Phonics™
and one other program for 80 students who have neurofibromatosis and 80 students
with dyslexia to investigate changes in brain scans and behavioral test scores after
15 hours of intensive one-on-one instruction. Preliminary results are quite promising!